Hello SAAL Blog readers! We’re delighted to share a series of reflections on a decade of the SAAL MOOC, in the words of the participants! The SAAL Research On and Advancing Knowledge of the Profession committee regularly analyzes participant posts from MOOC discussion boards. Reflecting on the alignments between participant perspectives over time reveals just how far our field and our community have come to increased awareness and engagement in assessment work. In this first of a series of four blog posts, we share participants’ thoughts on how their own knowledge grew during the course.
We will start this walk through time in the first year of data we’re exploring- all the way back in 2017. One of the MOOC learners said: “My biggest takeaway is knowing that assessment is a thing -- which tells you how little I knew at the outset of this course.” This level of awareness even spread into disaffection toward assessment at the outset of the course:
“I have a hard time wrapping my brain around learning assessment in relation to student services. I just don't always think those types of assessment are useful to show how a service department provides overall value to the college. These types of assessment don't always help to improve unit processes either. I want to learn how other institutions are finding value in this type of assessment (2017)”
For many participants in the early years, assessment felt abstract or disconnected from their day-to-day work. As participants moved through the course, many shared evolving insights about what it means to be an ‘assessment person:’
“I also really enjoy the times in my work I'm able to sit with people and ask them questions. It's fun to kind of tease out what they're doing that [they] don't even think 'fits what I'm asking for.' Helping them see those places where they really are conducting assessment and they're legitimately trying to improve can go a long way in showing that 'what I'm asking for' really isn't extra work after all. (2018)”
Many participants found that their perspectives shifted by the end of the course:
“We are currently preparing to implement a formal assessment process in our Student Affairs (SA) division within the next few months, and I sense a lot of unease amongst the group. It's interesting because a lot of our SA programs are already assessing themselves on many levels. Now that we are going to formalize the process, some units are getting nervous. I think it will be fun to show them how some things they are already measuring fit within the scope of an assessment process. (2017)”
Years later, participants continued to share similar experiences, though often with a deeper appreciation for the relational aspects of assessment:
“I also learned about how to have conversations with others and educate my colleagues on assessment, which was also something I really needed. This course was incredibly valuable in giving me great resources and information on how to lead a culture of assessment, leading a team, and growing and changing as an assessment professional (2023).”
As time has gone on, the course was able to introduce the key relational aspects of assessment, driving home a message that persisted with participants:
“From the coaching and consulting perspective I've come to understand the importance of promoting collaboration and leading with influence. As a student affairs professional, I can adapt many of the themes listed to assist and provide guidance throughout the consultation process in order to build mutual trust and effectively move forward towards the stated goal (2023).”
“Successful assessment is truly a collaborative practice. In each module there was an emphasis on communication, transparency, and stakeholder buy-in. Assessment cannot operate via leadership and legal mandates alone. It is critical to bring others along. This can be accomplished by engaging frequently with stakeholders within an institution, showing the value of data collected, and being willing to change course if the current process is no longer optimal (2023).”
The same message was salient for those at different levels of experience in assessment:
“As a new assessment professional my key take away from this course is that to create a culture of assessment everyone on every level of my university has to be participating and doing assessment. To grow and change in a positive direction, we must continue to challenge our thoughts on the things we are doing and find ways to improve our practices (2024).”
…and those coming from the academic context!
“My biggest takeaway from the course is seeing how useful assessments can be in student affairs. I've always thought of assessments as a tool to gauge student learning but never realized how assessments can be helpful in gauging the success of a student affairs program (2021).”
At its core, the SAAL MOOC succeeds by introducing participants to the foundational concepts and body of knowledge of student affairs assessment. This is especially important as our field continually welcomes new professionals and practitioners tasked with leading assessment efforts:
“I have been involved in a lot of assessment processes as a faculty member but have not been educated or [given] an explanation [for] why we are collecting certain things or making certain decisions. This course helped me view my role differently. (2025)”
In response to one of the initial quotes used in this blog, the work of student affairs assessment truly is valued by participants and has been since the beginning:
“I feel like we [student affairs] are always viewed as the 'fun' on campus and assessment brings some legitimacy to our work in a data driven environment. (2017)”
Perhaps the course’s greatest impact is helping participants realize how possible it is to ‘do’ assessment, even for those who once found it daunting!
“I also just very much so appreciated how the course overall demystified assessment and I no longer view it as a daunting task, but as something that comes in steps and is very manageable. (2021)”
This is especially apparent in later years:
“Feeling much more excited and confident embarking on assessment work. That it isn't (or doesn't have to be) this big, scary, difficult undertaking that requires massive amounts of extra time and energy. It can be something simple that can be rolled into my normal work. In fact, I have a new perspective on the work that I do and understand the importance of letting assessment drive the projects and initiatives I [am] involved in (2023)”
Thank you for joining us in reflecting on participant responses from the past decade of the SAAL MOOC. These voices remind us that the power of assessment to truly create positive, sustainable change begins with building individual expertise and sharing knowledge across our institutions. If you’d like to learn more or share your own experience, leave a comment below and keep an eye out for the upcoming SAAL MOOC. This is the first installment of our four-part retrospective, and we can’t wait to see you at the next blog in January 2026!
The content of this blog post was written primarily by participants in the SAAL MOOC (2017 - 2025), and compiled by members of the SAAL Research on and Advancing Knowledge of the Profession Committee: Ellissa Brooks Nelson, Ph.D., SAAL VP of Profession Advancement, Divisional Director of Student Affairs Research and Assessment, University of North Carolina at Charlotte, Leo Young, Assistant Director for Assessment, Evaluation, and Data Strategy, Virginia Tech, Misty Song, Assistant Professor of Education, West Texas A&M, and Rebecca Gibbons, Ph.D., incoming SAAL VP of Profession Advancement Director of Disciplinary and Institutional Accreditation, Embry-Riddle Aeronautical University.